Commentary on Theorizing in mathematics education research: differences in modes and quality
The authors confront a major and troubling issue for the field of mathe-matics education, namely the ”bewildering array of theories, theoretical models, or theoretical frameworks” abundantly found in the literature that characterizes research today. This commentary is spurred by the provocative nature of the said article and having recently compiled and edited a major book on theories of mathematics education (Sriraman & English, 2010) whose research and development brought to the foreground many of the core issues eloquently and critically addressed by Jablonka and Bergsten. I will briefly spell out the salient points made by the authors in need of attention and consideration by the community within the larger framework of post-modernism.
Bharath Sriraman is Full Professor of Mathematics at The University of Montana with an honorary appointment in the Faculty of Central/Southwest Asian Studies. He has published 250+ journal articles, books, book chapters, reviews and commentaries in mathematics education, educational philosophy and mathematics. Recent major works include editing The first sourcebook on Nordic research in mathematics education (Information Age Publishing, 2010).